Farrell Area HS/UMS

Schoolwide Title 1 School Plan| 2024-2025

1

Profileand Plan Essentials

School
	AUN/Branch
	
Farrell Middle School/High School
	104432503
	
Address 1
	
1700 Roemer Blvd.
	
Address 2

City
	State
	Zip Code
	
Farrell
	PA
	16121
	
Chief School Administrator
	Chief School Administrator Email
	
Dr. LoraA. Adams-King
	ladams-king@farrellareaschools.com
	
Principal Name
	
Dr. Emily Clare
	
Principal Email
	
eclare@farrellareaschools.com
	
Principal Phone Number
	Principal Extension
	
724-509-1245
	1250
	
School Improvement Facilitator Name
	School Improvement Facilitator Email
	
Dr. David Zupsic
	david.zupsic@miu4.org

2

Steering Committee

Name
	Position/Role
	Building/Group/Organization
	Email

Dr. Lora Adams-King
	
Superintendent
	
District Level
	ladams-king@farrellareaschools.com

Dr. Emily Clare
	Supervisor of Curriculum and Instruction
	
District Level
	
eclare@farrellareaschools.com

Dr. Lora Adams-King
	
High School Principal
	
High School Building Level
	ladams-king@farrellareaschools.com
	
Mr. Brian Veccia
	Assistant High SchoolPrincipal
	High School Building
	bveccia@farrellareaschools.com
	
Mr. John Seybert
	Special Education Supervisor
	District Level Supervisor
	jseybert@farrellareaschools.com
	
Ms. Ann-Marie Meade
	High School Guidance Counselor
	High School Building
	ameade@farrellareaschools.com

Ms. Nichole Coxe
	
Mental Health Liason
	Mercer County Behavioral Health
	
n/a
	
Mrs. Ruth Rawlins
	Attendance Officer
	District
	rrawlins@farrellareaschools.com
	
Victoria Latzoo
	Teacher
	High School
	vlatzoo@farrellareaschools.com
	
Ms. Tara Nehlen
	Teacher
	Upper Middle High School
	tnehlen@farrellareaschools.com
	
Mr. Ron Viglio
	Mayor of Wheatland
	Elected Official
	n/a
	
Mrs. Megan Mishata
	Parent
	Middle/High School
	n/a
	
David Zupsic
	Other
	Midwestern Intermediate Unit IV
	david.zupsic@miu4.org

				

				

3

Vision for Learning Vision for Learning

The Mission of the Farrell Area School District is to work collaboratively within the community to foster a dynamic standards-based curriculum within a safe, educationally managed environment. Facilitated by a caring professional staff, opportunities abound for all students to become actively engaged as productive, responsible lifelong learners empowered to meet the global changes andneeds of a culturally diverse society.

4

Future Ready PA Index

Select the grade levels served by your school. Select all that apply.

False K
	False 1
	False 2
	False 3
	False 4
	False 5
	False 6
	
True7
	True8
	True9
	True10
	True11
	True12

Review of the School Level Performance

Strengths

Indicator
	Comments/Notable Observations

		

98.9% of students met the Career Standards Benchmark.
	The statewide average is 89.6%.
	
92% of students graduated in the 4-year cohort.
	The statewide average is 89.7%.

Challenges

Indicator
	Comments/Notable Observations
	
23.1% of students met the Industry-based learning indicator.
	The statewide average is 32.8%.
	
The percentage of students with regular attendance in the 2021-2022 schoolyear was 41.4%.
	The statewide average during this same schoolyear was 73.9%.
	
31.5% of students were proficient or advanced on the ELA state assessments for the 22-23 school year.
	The statewide average during this same schoolyear was 54.5%.
	
7.6% of students were proficient or advanced on the Mathematics state assessments for the 22-23 school year.
	The statewide average during this same schoolyear was 38.3%.

25% of students were proficient or advanced on the Science state assessments.
	The statewide average during this same schoolyear was 58.9%.

5

Review of Grade Level(s)andIndividual Student Group(s)

Strengths

Indicator
98.5% of economically disadvantaged students participated in the ELA state assessments.
ESSA Student Subgroups Economically Disadvantaged
	
Comments/Notable Observations
This was an increase in participation from the previous school year.
	
Indicator
ESSA Student Subgroups
	
Comments/Notable Observations
	
Indicator
ESSA Student Subgroups
	
Comments/Notable Observations
	
Indicator
93% of Black students graduated in the 4-year cohort. ESSA Student Subgroups
African-American/Black
	
Comments/Notable Observations
This was a notable increase from the previously reported school year (83.7%).

Challenges

Indicator
All percentages for student subgroups decreased from the previous year for regular attendance.
ESSA Student Subgroups
African-American/Black, White, Economically Disadvantaged, Students with Disabilities

Comments/Notable Observations
Black 44.1% White 35.9% Economically Disadvantaged 41.4% Students with Disabilities 46.6%
	
Indicator
15.8% of students with disabilities scored proficient/advanced on the ELA assessments. ESSA Student Subgroups
Students with Disabilities
	
Comments/Notable Observations
11.8% of students with disabilities scored proficient/advanced on the ELA assessments in the previously reported school year.
	
Indicator
0.0% of students with disabilities scored proficient/advanced on the Mathematics assessments. ESSA Student Subgroups
Students with Disabilities
	
Comments/Notable Observations
3.0% of students with disabilities scoredproficient/advanced on the ELA assessments in the previously reported school year.

6

Indicator
8.0% of Black students scored proficient/advanced on the Mathematics assessments.
ESSA Student Subgroups African-American/Black
	
Comments/Notable Observations
8% of Black students scored proficient/advanced on the Mathematics assessments in the previously reported school year.

Summary

Strengths

Review the strengths listed above and copy and paste 2-5 strengths which have had the most impact in improving your most pressing challenges.

98.9% of students met the Career Standards Benchmark.
	
98.5% of economically disadvantaged students participated in the ELA state assessments.

Challenges

Review the challenges listed above and copyand paste 2-5 challenges if improved would have the most impact in achievingyour Future Ready PA index targets.

All percentages for student subgroups decreased from the previous year for regularattendance.
	
8.0% of Black students scored proficient/advanced on the Mathematics assessments.

7

Local Assessment

English Language Arts

Data
	Comments/Notable Observations
	
NWEA MAP GrowthAssessments
	Implemented District-wide

English Language Arts Summary

Strengths

Students in grades 7-10 participate in a readingfluency intervention daily.
	
Teachers 7-12 continue to implement writing strategies across the curriculum. Grade level teams (7-9 & 10-12) continue to meet weekly to plan writing in lessons.

Challenges

50% of students scored in the lowest percentiles on the Spring 2024 Reading Benchmark.

Mathematics

Data
	Comments/Notable Observations
	
NWEA MAP Growth Mathematics
	Implemented District wide

Mathematics Summary

Strengths

Teachers are using data from NWEA MAP to determine strengths and challenges for individualstudents. We will incorporate Math intervention to complement the Reading Fluency intervention.

Challenges

10%-11% of 7th and 8th graders scored in Proficient/Advanced range on the Spring 2024 Benchmark.

Science, Technology, and Engineering Education

Data
	Comments/Notable Observations
	
NWEA MAP Growth Science
	Implemented district wide

8

Science, Technology, and Engineering Education Summary

Strengths

Teachers are using data from NWEA MAP to determine strengths and challenges for individualstudents.

Challenges

10% of 7th and 8th graders scored in Proficient/Advanced range on the Spring 2023 Benchmark.

9

Related Academics

Career Readiness

Data
	Comments/Notable Observations
	
Future Ready PA Index Career Standards Benchmark
	100% of students achieved the Career Standards Benchmark.

Career and Technical Education (CTE) Programs TrueCareer and Technical Education (CTE)Programs Omit

Arts and Humanities TrueArts and Humanities Omit

Environment and Ecology TrueEnvironment and Ecology Omit

Familyand Consumer Sciences TrueFamily and Consumer Sciences Omit

Health, Safety, and Physical Education TrueHealth, Safety, and Physical Education Omit

Social Studies (Civics and Government, Economics, Geography, History) TrueSocial Studies (Civics and Government, Economics, Geography, History) Omit

Summary

Strengths

Review the comments and notable observations listed previously and record 2-5 strengths which have had the most impact in improving your most pressing challenges.

98.9% of students achieved the Career Standards Benchmark.
	
100% of students in Black subgroup achieved the Career Standards Benchmark.

10

Challenges

Review the comments and notable observations listed previously and record 2-5 Challenges which if improved would have the most impact in achieving your Mission and Vision.

23.1% of students completed a work-based learning experience, and 5.1% of students earnedan industry-recognized credential.

11

Equity Considerations

English Learners

TrueThis student group is not a focus in this plan.

Students with Disabilities

FalseThis student group is not a focus in this plan.

Data
	Comments/Notable Observations
	
PSSA/Keystone
	0% of students with disabilities demonstrated proficiency on the mathematics assessments.
	
Attendance
	46.6% of students with disabilities have regularattendance.

Students Considered Economically Disadvantaged FalseThis student group is not a focus in this plan.

Data
	Comments/Notable Observations

Attendance
	41.4% of students considered economically disadvantaged have regular attendance.

Student Groups byRace/Ethnicity

FalseThis student group is not a focus in this plan.

12

Student Groups
	Comments/Notable Observations
	
Black
	44.1% of Black students have regularattendance.

Summary

Strengths

Review the comments and notable observations listed previously and record the 2-5 strengths which have had the most impact in improving your most pressing challenges.

Our District Attendance Officer is in her thirdyear andhas a better understanding of the truancy laws. More consistent communication and engagement with families can occur.

	

Challenges

Review the comments and notable observations listed previously and record the 2-5 Challenges which if improved wouldhave the most impact in achieving yourMission and Vision.

0% of students with disabilities demonstrated proficiency on the mathematics assessments.
	
46.6% of students with disabilities have regularattendance.

	

13

ConditionsforLeadership, Teaching, and Learning

Focus on Continuous improvement of Instruction

Align curricular materials and lesson plans to the PA Standards
	Emerging
	
Use systematic, collaborative planning processes to ensure instruction is coordinated, aligned, and evidence-based
	
Emerging
	
Use a variety of assessments (including diagnostic,formative, and summative) to monitor student learning and adjust programs and instructional practices
	
Operational
	
Identify andaddress individual student learning needs
	Operational
	
Provide frequent, timely, and systematic feedback and support on instructional practices
	Emerging

Empower Leadership

Foster a culture of high expectations for success for all students, educators, families, and community members
	Emerging
	
Collectively shape the vision for continuous improvement of teaching and learning
	Emerging
	
Build leadership capacity and empower staff in the development and successful implementation of initiatives that better serve students, staff, and the school
	
Operational
	
Organize programmatic, human, and fiscal capital resources aligned with the school improvement plan and needs of the school community
	
Operational
	
Continuously monitor implementation of the school improvement plan and adjust as needed
	Emerging

Provide Student-Centered Support Systems

Promote and sustain a positive school environment where all members feel welcomed, supported, and safe in school: socially, emotionally, intellectually and physically
	
Emerging
	
Implement an evidence-based system of schoolwide positive behavior interventions and supports
	Operational
	
Implement a multi-tiered system of supports for academics and behavior
	Emerging
	
Implement evidence-based strategies to engage families to support learning
	Emerging
	
Partner with local businesses, community organizations, andother agencies to meet the needs of the school
	Emerging

Foster Quality Professional Learning

Identify professional learning needs through analysis of a variety of data
	Emerging
	
Use multiple professional learning designs to support the learningneeds of staff
	Emerging
	
Monitor and evaluate the impact of professional learning on staff practices and student learning
	Emerging

14

Summary

Strengths

Which Essential Practices are currently Operationalor Exemplary and could be leveraged in your efforts to improve upon yourmost pressing challenges?

Use a variety of assessments (including diagnostic,formative, and summative) to monitor student learning and adjust programsand instructional practices
	
Organize programmatic, human, and fiscal capital resources aligned with the school improvement plan andneeds of the school community
	
Implement an evidence-based system of schoolwide positive behavior interventions and supports

Challenges

Thinking about all the most pressing challenges identified in the previous sections,which of the Essential Practices that are currently Not Yet Evident or Emerging, if improved, would greatly impact your progress in achievingyour mission,vision and Future Ready PA Index interim targets in State Assessment Measures, On-Track Measures, or College and Career Measures?

Align curricular materials and lesson plans to the PA Standards
	
Use systematic, collaborative planning processes to ensure instruction is coordinated, aligned, and evidence-based
	
Provide frequent, timely, and systematic feedback and support on instructional practices
	
Collectively shape the vision for continuous improvement of teaching and learning

15

Summary of Strengths andChallengesfrom theNeeds Assessment

Strengths

Examine the Summary of Strengths. Identify the strengths that are most positively contributing to achievement of your missionand vision. Check the box to the right of these identified strength(s).

Strength
	Check for Consideration in Plan
	
98.9% of students met the Career Standards Benchmark.
	False
	
98.5% of economically disadvantaged students participated in the ELA state assessments.
	False
	
Students in grades 7-10 participate in a readingfluency intervention daily.
	False
	
Teachers 7-12 continue to implement writing strategies across the curriculum. Grade level teams (7-9 & 10-12) continue to meet weekly to plan writing in lessons.
	
False
	
Teachers are using data from NWEA MAP to determine strengths and challenges for individualstudents.
	False
	
Use a variety of assessments (including diagnostic,formative, and summative) to monitor student learning and adjust programs and instructional practices
	
False
	
Implement an evidence-based system of schoolwide positive behavior interventions and supports
	False
	
Teachers are using data from NWEA MAP to determine strengths and challenges for individualstudents. We will incorporate Math intervention to complement the Reading Fluency intervention.
	
True
	
Organize programmatic, human, and fiscal capital resources aligned with the school improvement plan and needs of the school community
	
False
	
100% of students in Black subgroup achieved the Career Standards Benchmark.
	False
	
Our District Attendance Officer is in her thirdyear andhas a better understanding of the truancy laws. More consistent communication and engagement with families can occur.
	
False
	
98.9% of students achieved the Career Standards Benchmark.
	True

Challenges

Examine the Summary of Challenges. Identify the challenges which are most pressing at this time for your School and if improved would have the most pronounced impact in achievingyour mission and vision. Check the box to the right of these identified challenge(s).

Strength
	Check for Consideration in Plan
	
All percentages for student subgroups decreased from the previous year for regularattendance.
	False
	
8.0% of Black students scored proficient/advanced on the Mathematics assessments.
	False

16

23.1% of students completed a work-based learning experience, and 5.1% of students earnedan industry-recognized credential.
	
False
	
10%-11% of 7th and 8th graders scored in Proficient/Advanced range on the Spring 2024 Benchmark.
	False
	
50% of students scored in the lowest percentiles on the Spring 2024 Reading Benchmark.
	False
	
10% of 7th and 8th graders scored in Proficient/Advanced range on the Spring 2023 Benchmark.
	False
	
Align curricular materials and lesson plans to the PA Standards
	False
	
Use systematic, collaborative planning processes to ensure instruction is coordinated, aligned, and evidence-based
	
False
	
Provide frequent, timely, and systematic feedback and support on instructional practices
	True
	
Collectively shape the vision for continuous improvement of teaching and learning
	False
	
0% of students with disabilities demonstrated proficiency on the mathematics assessments.
	True
	
46.6% of students with disabilities have regularattendance.
	False

Most Notable Observations/Patterns

In the space provided, record any of the comments and notable observations made asyour team worked through the needs assessment that stand out as important to the challenge(s) you checked for consideration in your comprehensive plan.

We must ensure that our curriculum is aligned in all areas and that teachers are teaching to the appropriate standards and utilizing appropriate instructional strategies and assessments. We must also continue to find ways to increase attendance of studentsand find evidence-based strategies that support ongoing parental involvement initiatives.

17

Analyzing (Strengthsand Challenges)

Analyzing Challenges

Analyzing Challenges
	Discussion Points
	Check for Priority
	
Provide frequent, timely, and systematic feedback and support on instructional practices
		True
	
0% of students with disabilities demonstrated proficiency on the mathematics assessments.
		True

Analyzing Strengths

Analyzing Strengths
	Discussion Points
	
Teachers are using data from NWEA MAP to determine strengths and challenges for individualstudents. We will incorporate Math intervention to complement the Reading Fluency intervention.
		
98.9% of students achieved the Career Standards Benchmark.

Priority Challenges

Analyzing Priority Challenges
	
Priority Statements
	
	In order to focus on student academic achievement, our PLCmeetings should include time to discuss instructional strategies based on data.
	
	To increase achievement on mathematics assessments, we willcreate a system of responding to student data sets to provide timely intervention.

18

Goal Setting

Priority: In order to focus on student academic achievement, our PLC meetings should include time to discuss instructional strategies based on data.
Outcome Category
	
Essential Practices 2: Empower Leadership
	
Measurable Goal Statement (Smart Goal)
	
Teachers will meet weekly in 30-minute PLC groups to review and discuss a response to student data.
	
Measurable Goal Nickname (35 Character Max)
	
PLC Meetitngs
	
Target 1st Quarter
	Target 2nd Quarter
	Target 3rd Quarter
	Target 4th Quarter
	
Teachers will design intervention groups based on Fall Map assessment.
	Teachers will implement intervention groups based on student data.
	Teachers will continue intervention groups, adjusting based on student data.
	Teachers will meet weekly in 30-minute PLC groups to review and discuss a response to student data.

Priority: To increase achievement on mathematics assessments,we will create a system of responding to student datasets to provide timely intervention.
Outcome Category
	
Mathematics
	
Measurable Goal Statement (Smart Goal)
	
A focused process for assigning students to Math intervention groups will be implemented by the end of the school year.
	
Measurable Goal Nickname (35 Character Max)
	
Math Groups
	
Target 1st Quarter
	Target 2nd Quarter
	Target 3rd Quarter
	Target 4th Quarter

A communication plan formath intervention groups will be given to all 7-10 grade intervention teachers.
	
Intervention groups based on Fall MAP Growth data will begin.
	
Intervention groups will be adjusted based on Winter MAP Growth data.
	A focused process for assigning students to Math intervention groups will be implemented by the end of the school year.

19

20

Action Plan

Measurable Goals

PLC Meetitngs
	Math Groups

Action Plan For: PLC Meetings

Measurable Goals:
	
• Teachers will meet weekly in 30-minute PLC groups to review and discuss a response to student data.

Action Step
	Anticipated Start/Completion Date
	
Teachers will meet regularly to review dataonmost recent assessments. Student intervention groups will be adjusted based on the data.
	
2024-08-29
	
2025-05-29
	
Lead Person/Position
	Material/Resources/Supports Needed
	PD Step?
		
Dr. Emily Clare
	Time, NWEA Data, Progress Monitoring Data
	Yes

Anticipated Output
	Monitoring/Evaluation(People, Frequency, and Method)
	
Students' MAP Growth Mathematics scores willincrease by expected growth measures or better.
	Dr. Emily Clare, Quarterly, Review of schoolwide Benchmark Data

21

Expenditure Tables

School Improvement Set Aside Grant

TrueSchool does not receive School Improvement Set Aside Grant.

Schoolwide Title 1 Funding Allocation

False School does not receive Schoolwide Title 1 funding.

eGgrant Budget Category (Schoolwide Funding)
	
Action Plan(s)
	
Expenditure Description
	
Amount
		
Instruction
	
• PLC Meetings
	
Salaries/Benefits
	
52522
		
Other Expenditures

• PLC Meetings

Homeless set aside

50
		
Title II.A and Title IV.A Transfer Funds

• PLC Meetings

Salaries/Benefits

5465

Total Expenditures
	58037

22

Professional Development

Professional Development Action Steps

Evidence-based Strategy
	
Action Steps

PLC Meetings
	Teachers will meet regularly to review dataonmost recent assessments. Student intervention groups will be adjusted based on the data.

Data Protocol

Action Step
	
• Teachers will meet regularly to review dataonmost recent assessments. Student intervention groups will be adjusted based on the data.
	
Audience
	
7-10 Mathematics Teacher
	
Topics to be Included
	
Data Protocol
	
Evidence of Learning
	
Agendas for Mathematics Department Meetings
	
Lead Person/Position
	Anticipated Start
	Anticipated Completion
	
Department Head
	2024-09-03
	2025-05-16

Learning Format

Type of Activities
	Frequency
	
Coaching (peer-to-peer; school leader-to-teacher; other coaching models)
	Bi-monthly
	
Observation and Practice Framework Met in this Plan

This Step Meets the Requirements of State Required Trainings
	
Teaching Diverse Learners in Inclusive Settings

23

24

Approvals & Signatures

Uploaded Files

Chief School Administrator
	Date

Building Principal Signature
	Date
	
Emily Clare
	2024-12-19
	
School Improvement Facilitator Signature
	Date

25